Progress and practice tracker

 One thing I want to do better is help students develop a practice plan by teaching them what and how to practice.  Also, I believe it is important to teach students how to be reflective as they practice to achieve specific learning targets.

Earlier this week, I discovered it was possible to create drop-down menus in google sheets and in tables in google docs.  I think it's so cool!  There are many ways to used the drop-down menu feature in a classroom.  If I had smaller classes, I might use a google sheet or doc to track each student as they progress through various skills.  Since each of my classes have about 60 students and I am the only teacher, I have to find strategies that are efficient.  Tracking is important, but so hard to do because of how much time it can take!  To make this manageable, I need students to take on the ownership of tracking their skills and practice time.  

At the beginning of the year there isn't always much for beginners to practice at home, yet they are so excited to start!  I need to be better about making practice expectations clear and teaching students what and how they should practice at home.  (I don't grade on practicing...but that's a whole different article).  I believe this Student Progress Tracker will help me communicate with students/parents what needs to be practiced and mastered each week.  

I listed 'I CAN' statements for the week at the top and used drop-down menus for students to assess their current skill level in each area. That way students will have an idea of what needs their attention during practice time.  

I've always wanted to give my beginners a practice routine outline...it goes really well on this tracker.  I think it will really help beginners establish better practicing habits from the start of the year.  I also provided links to resources to help students practice specific skills.  That way students will have resources to help them learn outside of class.

At the bottom of the tracker, students reflect and makes practice goals and can type a note to me if they need help or have questions.  This will be a good way to me to 'check-in' with more students as they are working through the learning process.

Free Template HERE

At my school, we use Canvas for our LMS.  I will create an assignment where each student gets their own copy of the tracker in their google drive.  Students can access their document and update it throughout the week.  Rehearsal time is valuable so I have to be careful with chromebooks because of the amount of time it takes for all students to log on.  I am thinking of giving time 2x per week in class for students to access, review, and update their trackers:  Mondays and Fridays.  Each week there will be a new tracker for them to follow along for practicing at home and reflecting on their goals.

I was toying with the idea of using drop-down menus for playing test assessments, but I've decided it would take WAY too much time to review and grade individual digital files for 340 students.  I found way I can assess students efficiently that will also be quick and easy to grade.  Stay tuned...I'll post about to quickly and efficiently assess students more often.

Creative Strings: Beginning Fiddle Bowing - a collaboration with Christian Howes to teach beginners fiddle bowing and improv

 

A couple of months ago, jazz violinist and educator Christian Howes spent a day working with all of my students. I admit I was a bit nervous to have him come. Would my beginners be 'good' enough to do what he asked? Was he going to think there were skills I should have taught better? Would my students enjoy a new way to think about and play music?

I didn't need to worry. Christian was immensely knowledgeable and professional in how he selected activities that were engaging, relevant, and appropriate to the skill level of my students. He was encouraging and supportive as my students experimented with his methods for improv, feeling the beat, making musical choices, and exploring sound. After his visit, I knew my teaching would never be the same.

Traditionally, beginners are taught a somewhat rigid curriculum, focusing solely on technique and music literacy. While these elements are essential, it is equally important to recognize that even our youngest musicians possess an innate sense of curiosity and creativity, waiting to be unleashed. I've always felt my lesson plans were creating and engaging, but I realized there was more I could do to help my students begin to CREATE. By embracing their inherent creativity early on, we can nurture their confidence, problem-solving abilities, and overall connection to the music.

Allowing students to explore their own musical ideas from the outset is a vital step towards their growth as musicians. Nurturing a safe and supportive environment gives students the freedom to make choices about what notes and rhythms to play. This approach not only empowers them but also instills a sense pride in their musical achievements.

I believe beginner string students must be encouraged to delve into improvisation and creative exploration from the start to express their creativity, but also as a means of developing their technical skills. For example, by playing with a steady beat in a groove, they cultivate a sense of rhythmic accuracy, internalizing the fundamental pulse of the music. This foundation not only enhances their overall musicianship but also strengthens their ability to communicate and collaborate with other musicians in ensemble settings.  And most importantly, it is FUN!  My experience with playing/teaching improv and eclectic style is limited. After Christian Howes came to visit, I knew I HAD to teach these things...but I wasn't sure where to start.

So here's the big news. I recently collaborated with Christian Howes to develop a resource for beginning orchestra classroom to help students learn fiddle bowing in a way that allows for exploration and creativity. I can no longer just pass out a piece of music and go about rehearsing note after note and rhythm after rhythm. I want my students to be making choices and exploring the sound on their instruments. I want them thinking about how they want the music to sound.

CREATIVE STRINGS: BEGINNING FIDDLE BOWING features 7 detailed lesson plans with videos by Christian Howes to help teach students bowing simple fiddle rhythms, playing in a groove, maintaining a steady beat, improv using various fiddle rhythms, and turning Hot Cross Buns into a fiddle tune.

Lessons have custom resources included, such as worksheets and slides to drill rhythms and master each skill.

This resource can be used in 3 ways:

1. Teacher training on how to teach fiddle bowing and improv to young students. Teachers can watch the videos and use the skills and printable resources to help their students learn 'Hot Cross Buns' - fiddle style.

2. Use as an in-class resource. Students can watch the videos on each slide and play along and teachers follow the suggested lesson plans.

3. Asynchronous learning. Teachers can send all or parts of the slides to students via a LMS to practice with at home.

I'm so excited to offer this course to all beginning orchestra teachers and anyone who wants to start implementing creativity and improv in their classrooms. For a limited time, anyone who purchases Creative Strings: Beginning Fiddle Bowing will also receive a free BONUS resource: Creative Twinkles. This is a fun series of videos and worksheets for students to explore and create Twinkle Variations.

This set of CREATIVE resources is only available HERE at www.orchestraclassroom.com. Hop over and get yours and enjoy exploring music with your students.

Orchestra Classroom Warm ups and Games for Beginning Strings

 

Teaching beginning orchestra is fun.  Students are excited to learn and there are so many warm-ups, activities, and games to play that are engaging and motivating.  I've taught beginners for 15 years and have tried all sorts of methods and techniques.  I now have favorite rehearsal strategies, games, and warm-ups that I used every year with my beginners.  For the last several months I worked to compile most of my favorite strategies into one big resource.  It's so nice to have it all in one place!  It such a huge project, it's difficult to showcase the entire thing, but here are the highlights:

Google slides - 100 pages total- with embedded content - so much more than 100 pages

Each slide contains an idea, a visual for an activity/warm-up, game instructions, and/or link to additional materials (for example a link for direct access to a ready-made rehearsal game).

11 Categories of content for beginners:

    -Awareness/Focus Games - helping beginners learn how to focus, think, and pay attention

    -Posture/Instrument position - activities and strategies for setting up posture and left hand position

    -Bow hold - Strategies and games to for establishing a great bow hand

    -Tone-Open Strings - Warm-ups on open strings to develop bowing and tone

    -Left-Hand Finding Notes - Warm-ups establish finger placement on tapes

    -Finger Twisters - Mixed up finger patterns to develop left hand independence/fingering

    -Simple Beginner Tunes - Visuals to help teach basic tunes without needing to print out music

    -Rhythm Games - Fun ways to rehearse and practice rhythm

    -Scales - Simple visuals to use when rehearsing basic scales

    -Intonation-mini warm-ups - Slides with short exercises for checking intonation and hand placement. I do these with my beginners almost every day and it really helps them with intonation

    -Rehearsal Games - Ready made, creative games to play in rehearsals to keep beginners engaged and focused on progressing

This resource is INVALUABLE to any beginning orchestra teacher.  Having visuals, games, and warm-ups ready to go makes prep fast and easy.  This google slide is full of links to take the teacher to whatever warm-up/game they want to find.  Plus, since it's a google slide, it can be edited and changed to suit the exact needs of the teacher!  If you need to change some wording or add specific notes it can be done!  

Each of the strategies and ideas in this resource have been tested and proven effective.  Plus the ideas are CREATIVE and FUN.  If you find yourself in a rehearsal rut, doing the same things over and over, this resource will save you.  

It would be difficult to show all 100 slides, but here are a few highlights.  Download your own copy HERE!

Dictation is fun! Super Rhythm Challenge

 

Do you have students practice rhythmic dictation?  I have found my beginners enjoy doing dictation and it makes a great assessment tool!  If you have one-to-one tech like chromebooks, a dictation activity can be used for independent work and practice.  Once a week, I have a 'flex time' rehearsal where students spend 20 minutes working on make-up work or enrichment activities.  I created an engaging dictation game students can use during independent work time...check it out!  With a chromebook and headphones, students can work through the game and it's QUIET for everyone else.  Sometimes in orchestra, a quiet activity feels quite refreshing.  :)

Play SUPER RHYTHM CHALLENGE Level 1 HERE!

End of Year Review notes and rhythm

 

Here's a simple, easy activity you can do with your beginning orchestra students to review notes and rhythms at the end of the year.

Teachers clap (or perform) the appropriate rhythm as listed on the answer key. Students determine which rhythm was clapped and use the letters next to the rhythm to de-code the words. Students practice note reading by drawing the notes on the staff. Fun, simple activity with no prep required!

FREE for a limited time HERE!

Last days of school - orchestra lesson plans

 It's the last 2 weeks of school for me! I like to make sure students are engaged and busy through the end of the year.  Otherwise teaching can start to feel too much like babysitting teenagers.  Here are my plans for the rest of the year!

Some have asked how to play Apples to Apples orchestra edition.  Here's a tutorial:

Instrument Switch-a-roo Day

 Through-out the school year, my students beg to try and play different instruments. I always promise to let them try a different one at the end of the year.  In the past, I very informally allowed students to trade instruments with others in the class and I taught them how to play Bile Em Cabbage.  This year I am going to teach them much like real beginners, but covering the basics very quickly.  By the end of the class period, I am hoping students will be able to perform Twinkles on a different instrument with correct notes/fingering and decent tone.  I won't be using any music stands and don't want the hassle of passing out music, so I will use a Google Slide presentation to get them going.

Free to use HERE 

And if you teach beginners and want to start the next school year flying, you'll love my resource called 'From Rote to Note.'  It's AWESOME for starting beginners and I use it every year to get my students playing right away.  We finish that book before cracking open the method book.

Rehearsal games for the weeks before concert

 

My concert is just a week away!  I feel my students are ready and will have a successful, rewarding experience.  To make sure they are ready, we've been playing rehearsal games.  These games are fun, but also very telling.  They help me and students know which passages need extra practice.  We then target our rehearsals to meet the needs of students.

Here are the games we've played lately:

1. DRAW A FACE

This is a very simple game with no prep work or set up time required.  I drew 3-4 circles (or face shapes) on my smart screen (you can use a white-board or chalk board).  I told students the faces represented our audience.  One student was chosen to draw faces on the circles as we played half of a concert piece to demonstrate how they feel we sounded.  Sometimes happy faces to demonstrate how well we played...sometimes barfing faces to show we played some out of tune notes.  After playing, the student who drew the faces would explain the inspiration and reasons for drawing each particular facial expression.   If there were things to fix, we worked on them before moving on to the next piece.  It was a great way for students to imagine playing for a live audience and think about how people could react to our performance.  They want to do their best and they worked very hard to perfect their playing.

2. SABOTAGE

We did this game by dividing the class into 2 teams: Violins and Viola/Cello/Bass.  I chose short passages of our concert music for each team to play.  The opposite team got to choose one 'secret weapon' to attempt to sabotage the other group and get them to play incorrectly.  Each group was only able each secret weapon one time, so they had to strategize the best time to use each weapon according to the passages I chose from the music.  This helped students focus intently on their playing and work through distractions.  

3. NAILED IT

This game was inspired from a cooking show on Netflix called 'Nailed It.'  Contestants in the show have to attempt to replicate professional looking cakes and treats.  In class, students had to attempt to replicate 'professional' playing.  I created slides with a series of short snippets from our concert music.  I played the snippet first, then the students all echoed the notes back, trying to match intonation, bowing, and rhythm.  They got a point each time they were successful.  We did variations of this game for a week.  On the first couple of days, I had the entire class play the snippets at the same time and gave the class a point for each time they played correctly.  Later in the week, I only gave points in they got it right on their first try.  On the last day, students did the challenge with themselves and kept track of the their own points.

Create your own resources - FULL COURSE

 

NOW AVAILABLE

TOP HECK HACKS:  How to create your own orchestra resources using google slides.

This will be one of the most beneficial classes you've ever done. Check it out!

https://www.teacherspayteachers.com/Product/Top-Tech-Hacks-How-to-create-your-own-orchestra-resources-FULL-COURSE-9380245

This is a full course with presentation, over one hour of video instructions, and practice assignments for you to learn how to create your own worksheets, assessments, practice drills and more!

No expensive software is required. We will explore Google Slides, Rhythm Randomizer, Sight Reading Factory, and Flat for Education. There are 6 segments in the course, each with an project where you will create your own resource:

1: Basic Settings to turn Slides into a publishing tool

2: Make your own fingerboard worksheet

3: Create your own note-naming worksheet

4: Create your own rhythm assessment

5: Create your own sight reading or note assessment

6: Create your own custom practice assignment

Along the way, I will show you tips and hacks for creating professional-looking content in an efficient way.

You will also receive 9 TEMPLATES to use as ideas or for building blocks in your own creations.

To use the course, click the links on the slides to access video instructions and assignments. Complete it at your own pace by pausing the video and practicing each skill. It takes approximately 2 hours to complete the course. At the end, you can print a certificate of completion for PD credit.

Conference Presenter for Orchestra Sessions

 

Maybe I'm weird, but I love presenting.  I have very high standards for my presentations and I strive to make each one relevant, useful, engaging, and inspiring.....never BORING and NO SALES PITCH.  I've presented at many conferences/events including:  National ASTA 2022, National NAfME Conference 2015, 2016, 2017, state conferences in Utah, Delaware, New Mexico, Oklahoma, and district events in a number of locations in the US and beyond.  Email me today to inquire about dates!  I'm already beginning to fill my 2023-24 calendar!

Re-framing playing tests and assessments

I spent years doing playing tests.  My first year teaching, I did a playing test every single Friday.  It was great!  I taught 4 lessons per week, then on Friday it was like I got a break.  Just sitting down, listening to students play one by one....very chill.  For me, at least.  After a couple years, I started doing playing tests less often.  Once every 2 weeks.  Then once a month.  Now?  Hardly ever.  Some may find that shocking.  How do I grade my students!?  I have a lot of opinions about playing tests, assessments and grading.  I've spent years experimenting, reflecting, and adjusting.  In this post, I will address some of the things I've learned and share reasoning for my recent changes in how I do playing tests.

Each year, my school district has teachers fill out a self-evaluation so we can assess teaching standards and make goals to improve.  There are quite a few questions in the evaluation regarding differentiation and meeting the needs of all students.  I started to make goals to work on this area in my teaching, but was really grappling with how to do it.  Students learn at different paces.  Some need lots of help and extra practice, some seem to excel on their own, some need a challenge, some need simplified materials.  It's a lot to keep track of for any teacher.  It difficult to even know where to start!  I feel a change in how I assess students is helping me meet the needs of individual learners.

I understand that my students learn in different ways.  Some have private lessons, others have help at home, some are only able to practice at school.  I began to wonder:

Do regular playing tests meet the needs of all students?  

Playing tests are great for students who practice regularly.  I noticed that the same 'top' students always perform well on playing tests while the same 'lower-level' students always perform poorly.  Playing test assessments give students a grade.  There are 'A' players, 'B' players. 'C' players.  Rarely did my 'C' players re-take a test to get a better grade.  I began to wonder if students were labeling themselves based on their playing test grades.  Are 'A' students perceived as more talented?  Probably.  Do 'B' students feel like they're not quite as good?  Probably.  Not the culture I wanted for my ensemble.  In a beginning ensemble, there are many skills that are absolutely essential for students to master in order to progress on their instruments.  Playing tests were helping me assess some of those skills, but were not addressing how to help the variety of students who were not yet attaining mastery.

In my ensemble, I want all students to work for mastery.  I fully believe each of my students can achieve to scores and successfully perform required skills on their instruments.  I don't want playing tests to just be about getting a grade.  I want playing tests that will INFORM students in their next steps.  While I believe all students can reach MASTERY on a rubric, I understand that mastery does not begin with mastery.  There might be some set-backs and challenges to overcome.  Differentiation means giving support and time for students to succeed.  Some students will take the long road to mastery, but that is ok.  It is normal for students to reach mastery at different times.  I believe a good assessment should encourage/empower students on their path.

Why do I give playing tests?

I realized I had been giving playing tests as a way to motivate students to practice.  I've mentioned in a previous post...I don't think that works.  Still when I hear a particularly bad-sounding patch of music, I have to suppress my first impulse to say, "We need a playing test!"  After years of giving playing tests, I've noticed the pattern....some practice, some don't (or can't).  Playing tests motivate only a few while others seems to get stuck. 

I no longer schedule playing tests.  That is because I now do assessments very frequently and they don't have to be announced ahead of time.  My assessments serve a different purpose than just giving a grade.  Mastery is a work in progress.  Assessments now help inform my next steps as a teacher and inform students on their path to mastery.

What is the purpose of student assessment?

When you hear the word 'assessment' you might first think of grades.  Yes, students need a grade.  But I feel assessments should do WAY more than just give students a letter grade.  I believe assessments (playing tests) should do the following:

Evaluate:  Students should quickly and easily be able to tell if they meet a specific standard/goal.

Inform: Students should know where they stand and what needs to be done to improve.

Motivate: Students should know that progress and mastery is attainable.

Track:  Students should see their progress.

Most of my assessments now are student/peer graded.  All students get the same grade for completing the assessment.  At the end of the assessment, students should know where they stand.  They write what they will work on next, they make goals, we keep practicing.  Students grade each other honestly because the 'grade' is the same no matter what.  Students help each other because we know it's in the ensemble's best interest for everyone to succeed.  I plan rehearsal strategies and activities to help students master their skills and we assess some more.  Students are able to see real progress.  Progress is motivating.  

Do my assessments benefit students?

I believe my 'old school' playing tests were somewhat beneficial.  Students got a grade and some feedback.  I believe my new assessments and rubrics are way more beneficial because students are taking on the ownership for assessing/knowing what needs to be learned and what needs to be worked on.  I support and help as students work and practice and rehearse.  Students are still getting grades.  They get grades for completing their work.  It allows learners at all levels to progress at their own rate.  I no longer grade playing tests.  Students are assessing themselves and each other. This frees me to focus my time on teaching/planning to meet needs of students.  

What about rubrics?

 I've experimented with various rubrics including a number scale (5-4-3-2-1), and labels (mastery, proficient, needs improvement, intervention required).  Since students are mostly assessing each other and themselves, I've simplified the rubric and I think it's way better!  My favorite part is there is no 'FAIL" or '0" on the rubric.  Instead, the 'lowest' point is labeled as "NOT YET."  This means there is hope.  It means the assessment isn't over.  It means there is still work to be done.  It means the skills are attainable with some more effort and practice.  Students will try again.  I try to make my rubrics short and specific to address the skills required.

Here are a few sample assessments my students completed last week.  After these assessments, some of my students had circled 'ALWAYS,' but at least half realized there was more to work on.  We addressed those challenged during rehearsals and students all improved.  These assessments helped guide rehearsals to address the needs of students.

Freeze dance rehearsal game for unified bowing

 

This week I wanted my orchestra 2 (2nd year) orchestra students to work on unifying bow strokes.  We watched a performance from TwoSet violin where they played a duet and their bowing very well matched.  Even while playing different parts/notes, their bow strokes were unified: (watch just the first part when they were using full size violins).  We also talked about tone and how to get the most sound from our instruments...no matter the size.

We talked about the importance of unified bow strokes and having everyone use the same amount of bow as well as matching bow placement, weight, speed. etc.  To practice the skill, I selected short one measure rhythms from our concert music.  I then used a YouTube FREEZE dance video to practice each rhythm:

For example, all students should play one note - low A.  They all perform the same rhythm over and over (on low A) using the same bow strokes/same amount of bow until the video says to STOP/FREEZE.  Once frozen, all students check to see if they are in the same part of the bow as everyone else.  I paused the video as everyone froze.  I then demonstrated a new rhythm for the next portion of the freeze dance, so we worked on 6 different rhythms total.

This game worked really well to help students match bowing, be aware of others in the ensemble, and master rhythms from our music.  After playing this game, my students sounded much more unified in their concert music.